The mode of education provision is typically viewed on a continuum from purely face-to-face tuition through to education purely at a distance, the latter traditionally conceptualised as correspondence tuition with no face-to-face interaction between teachers and learners. However, there is now more resource-based (independent) learning in f2f programmes, more f2f interaction in distance. Prediction that, especially with growing use of educational technology there will be rapid movement to the centre. From purely face-to-face (contact) tuition through to education solely at a distance

An expanded definition of e-learning includes the use of all digital resources, systems, devices/computers, and electronic communication in the support of education. e.g. a course may supported digitally by the use of CDs, but it is not necessarily an online course.A second continuum could represent another dimension by plotting the extent of supporting ICTs – ranging from fully offline to fully online. Note the inclusion of ‘digitally supported’ in the ICT dimension. Furthermore, the commonly used terms of ‘web-supported’ and ‘web dependent’ are deemed to be too specific and have given way to ‘Internet-Supported’ and Internet-Dependent’. In internet-supported programmes, participation online is an option or alternative for learners. In internet-dependent programmes, participation via the internet is a requirement, and could include online interaction, communication and access to course materials via the web. In fully online programmes, there is no physical face-to-face component, although there could be a virtual face-to-face component. In our African context, it is pertinent to also consider digital forms of support that do not require internet access. The digital forms of support for learning could be offline via a CD/DVD, and a further detail could be expressed by clarifying exactly which elements of the ICT dimension may be on- or offline. Of course, within a particular course, learning could be supported both online and digitally offline at various stages.The continued evolution of e-learning is contributing to the blurring of the distinction between face-to-face and distance education provision. It is useful to conceptualise the two continua in relation to each other as horizontal and vertical axes.

Rather than view these two continua separately, it is useful to conceptualise them in relation to each other as horizontal and vertical axes. Situating various courses or programmes on the resulting grid allows one to describe both the extent of spatial or geographic distribution and the ICT supported dimensions of a course or programme. The circles positioned on the grid represent examples based on courses or programmes at actual higher education institutions. This would enable for an HEI to position a particular course or programme (such as B) on the grid in terms of where they are situated right now, and then determine where the institution would like them to move to over a period of time. This could assist in identifying what changes would be required in order to move or reposition the course in terms of this grid, and the other influencing factors or aspects of the course would need to be taken into account.

Synchronous flow: If they ask questions, they reasonably expect other people to be working in the same area and so the likelihood of getting their questions answered by peers is good. Students also expect that aspects of the course, such as availability of material and assessments, have inflexible deadlines. Students must do the coursework at the pace set by the course designers, not at their own pace. Asynchronous flow: Students can work at their own pace. If students ask questions, there’s an excellent chance that nobody else is working on the same area; there is less likelihood of someone answering the question in a timely manner. The lack of deadlines means students can always finish the course “later”. Procrastination seeming to be a universal human tendency when there are no deadlines, many people do not finish at all. https://code.google.com/p/course-builder/wiki/CourseFlow Semi-synchronous flow:for example, a new unit on each Monday, Wednesday, and Friday of the course. Students can work on the units any time after their release. FAfter the event, the instructors may post the video for students to watch at their own pace. Live events focus students around particular topics. Fixed deadlines such as assignment hand-ins, assessments.

Probably the most important and perhaps the most difficult transition for both the instructor and learner is that of adjusting to the online communication medium, be it used synchronously or asynchronously. This includes concepts and practise surrounding teaching and learning interaction, engagement, and facilitation. In the first instance, interactions would typically be: tutor/instructor to learner, and learner to learner. However, the online environment offers greater potential for an expanded environment as shown in Anderson’s (2008) multidimensional model depicting a collaborative, community of enquiry and learning. This leads to an important issue concerning the level of mediation possible or planned (individual vs interactive) for the provision of a particular course or programme. The deployment environment would be guided by an upfront decision concerning the level of mediation that is to be employed in the online course by the academic. This decision could be influenced by a number of factors including many of the aspects listed previously. In particular, large student numbers would indicate the employment of tutors to manage small virtual group online interaction if a high level of support were required by the student demographics and the pedagogical approach. Laurillard (2002) has consistent arguments by educational theorists that deep, meaningful learning requires active student engagement including interactions between students and content, students and other students, students and faculty and, when appropriate, students and workplaces and/or communities. The extent to which this community driven model would be desirable in an online course would be determined by the pedagogical approach to the course, and with reference to the aspects shown in the table.

NB: tablet with aerial – mini ‘iPad’ – cheap as $130! Off set price of pad with price of text booksLow end laptops now coming in at $250

Note:Number of web appsNumber of “non-educational” appsNumber of Social networking toolsWhat are your most useful tools…?

Preserve the integrity of the teaching and learning process and environment by:using ICT to support (not drive) teaching and learning Employ flexibility to ensure the ICT support is appropriate for:the topic, level of study, student contextand the expertise of the lecturer / tutors / studentsThe way in which we use digital technology models particular values for our students and places particular kinds of demands both on them and on their teachers. Therefore, we need to make conscious choices to use suitable technologies in appropriate ways taking cognizance of both our learning purposes and the technology profile of our target learners and staff.

7.
Growing Usage of Social Media
Integration of Online, Blended and Collaborative Learning
Rise of Data-Driven Learning and Assessment
Shift from Students as Consumers to Students as Creators
Agile Approaches to Change
Evolution of Online Learning
Global Trends in Higher Education
The NMC Horizon Report: 2014 Higher Education Edition

11.
How do we use technology?
Efficient way to
transmit content
Access a wider
range of
resources
Facilitate 2-way
communication
Shift from content
provision/testing
To exploration,
co-creation &
interaction

17.
Course Flow
Synchronous Asynchronous Semi-synchronous
Students do all work at the
same time as everybody
else
Students do everything at
their own pace and have no
deadlines
Students do some parts of
the course at their own
pace and do other parts of
the course on a fixed
schedule
• Good likelihood of peer
support as all at same
stage
• Expect deadlines are
fixed
• Work at the pace set by
lecturer, not at own
pace
• Work at their own pace
• Limited peer support as
others may be at
different stages
• Can finish “later” but
procrastination leads to
not finishing
• Instructors release
course materials on a
fixed schedule, student
can work on it anytime
after
• Live events e.g. Q&A
sessions happen at a
fixed date and time,
archive versions
• Assessments due by a
fixed deadline
Google (2013)